Spanish Language Arts.4.7.G

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The student is expected to

discuss specific ideas in the text that are important to the meaning.

Artes del lenguaje y lectura en español.4.7.G

Se espera que el estudiante

discuta ideas específicas del texto que son importantes al significado.

TEKS Talk - SLA Response image

Knowledge and Skills Statement

Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

Después de leer un texto y de discutir su significado, deles a los estudiantes tarjetas que tengan escritos los nombres de eventos sacados del texto. Pídales a los estudiantes que trabajen en grupos pequeños para clasificar las tarjetas en las categorías Importante y No importante. Luego, pídales que discutan cada detalle en cuanto a su relación con el significado del texto y que justifiquen por qué el detalle es importante o no.

Notas:

  • Deles a los estudiantes la idea más importante de un organizador gráfico.
  • Aliente a los estudiantes a que encuentren tres detalles sacados del texto que sirven de apoyo a esa idea importante.


Further Explanation

Este ejemplo de evaluación requiere que los estudiantes determinen si las ideas específicas de un texto son o no importantes para el significado. El maestro debe determinar a partir de esta actividad si los estudiantes demuestran dominio en la destreza más específica de precisar si ciertas ideas específicas son importantes o no. El maestro puede entonces desarrollar más esta actividad al pedirle a los estudiantes que identifiquen en forma independiente ideas que ellos mismos creen que son importantes y que discutan por qué son importantes.

Students should be provided opportunities to have a dialogue about the connections between specific ideas in the text and how they contribute to meaning. Hearing other points of view and sharing their own can help students confirm their own connections and inferences, consider the complexities of an idea, or determine if they have misinterpreted information and should revisit the text to establish a better understanding.
Students are expected to identify and talk about the ideas in the text that best represent its overall stated or implied meaning. If students truly understand the meaning of the text, they should be able to determine what parts of the text express ideas that would convey this meaning to someone wanting to know what the text was about.

Research

Barth, A. E., & Elleman, A. (2017). Evaluating the impact of a multistrategy inference intervention for middle-grade struggling readers. Language, Speech, & Hearing Services in Schools, 48(1), 31+. Retrieved from https://link.galegroup.com/apps/doc/A490475287/PROF?u=tea&sid=PROF&xid=85a8099a

Summary: This study examines the effectiveness of multiple inference intervention strategies that were designed to increase inference-making and reading comprehension for struggling readers. The study focused on using text clues, activities and integrating prior knowledge, understanding character and author's purpose, and responding to inference questions. Details and lesson examples are available in the Appendix.